42 (2013 2 © 2013 ' 4 T HOMAS R AITH * Task-based teaching competences in individual learning environments Foreign language learning between standards and discourse Abstract. ! j ! ! # # ! # - ! ! & € # ! ! ! ! -" ! # \ # j % ! #! ! -" ! # " # ! ! ! " # # j -! _ ! # & € ! !  \ ! -" ! # # -! ! # ! % ! ! # " ! ! % ! ! ! & € # # ! # # ! # < # " ! ! ! -" ! # \ # ! # ! # ! # ! # # ! # ! ! ! & y " ! ! ! ! ! ! ! \ € #! ! # # ! # # # ! ! ! # # ! -" ! # ! # # ! # ! & 1. The role of the teacher in the task as process ™ # ! " % ! " # % ! -" ! # $ \ % ! # & ! ! ! \ ! ! # " " # ! ! ! ! ! ! & % \ ! # ! ! ! ! \ ! ! ! ! ! % ! ! ! & $ REEN (1987 # ! ! ! " % # ! ! ! ! ! ! % - # ! ! % % ! ! ! ! ! ! ! ! \ ! - ! " ! ! # ! ! # % ! ! ! ! # ! & " #&^ [ & € ! ! \ % % j # ! ! ! ! & ' *+' $ 6 '*+' [‰‰• # # ! # ! ! ! ! % ! ! ^ * Address for correspondence^ ƒ & * & Thomas R AITH \ ƒ†# ! ! " \ € ! ˆ ! \ { ] % [X\ {< € \ 6 [‰X\ 79117 F 6+€$@6< & E-Mail: ‹ - " &# Research areas: + ! ! \ # # # \ ! ! ! # & 72 Thomas Raith 42 (2013 2 4 Ž ! ! ! " ! ! ! % ! ! ! ! ! ! # \ ! \ # # ! \ % " # " ! # ’ ( ' *+' $ 6 '*+' [‰‰•^ X} & $ ! ! \ # % \ # % ! ! ! ! ! ! ! \ % " # ! ! ! # # & 1.1 Motivating the language learner * ! ! ! ! \ % % ! ! \ % ! ! ! ! ! # % ! & W € € X””•^ Œ‰ & \ ! # ! ! % #! ! & 6 \ % ! ! ! _ ! \ ! ! ! ! # ! & +6> + [ &] [‰‰•^ X} & 6 $ REEN X”} \ +6 - > + [ &] # ! " ! % # ! ! ^ ! \ ! % # " # ! ! ! \ # \ ! % # # ! ! ! ! & ! # ! | # ! % #! ! ! ! ! \ ! ! ! ! ! ! & ! y'< X””• ! \ Ž-‘ ! ! ! " " # & ƒ j ! ! # \ ! ! \ % ! ! \ # - ! ! ’ " #&^ Œ[ & \ ! #! ! ! ! ! \ # # - \ ! ! % ! # # & +6> + [ &] [‰‰•^ X} & # ! % ! ! \ # ! % ! ! ! \ # ! ! ! ! & ! ! ! # # - \ - ! " ! ! _ ! ! ! & * - ! ! \ # ! j ! # ! ! ! ! ! & y ! ! " # ! ! \ % " # # # \ % % # _ ! & * —6'; +€ [‰‰[^ 62; W € € X””•^ Œ‰ & € ! ! \ " % ! # % ! ! ! % ! ! # - & * —6'; +€ (2‰‰X^ X[ ! ! ! " # ! # ! - - \ \ # ! ! ! ! % & % \ ! % ! ! ! ! - & > # "! ! ! - ! ! ! ! ! & * —6'; +€ [‰‰X^ X[} ! ! ! Task-based teaching competences in individual learning environments 73 42 (2013 2 4 ! ! ! ! ! ! ! # ! ! ! ! & +6> + [ &] ! ! ! #" ^ Ž ! \ \ ! # ! # ! ! ! \ % ! ! " # # # % ! ! " #& ƒ ! #" !  ! ! % ! ! # ! - ! ’ +6> + [ &] [‰‰•^ XX & 1.2 Giving interactive task support # ! ! % # ! ! - ! ! \ ! # ! ! ! ! ! ! ! & ! ! ! # ! ! % \ ! | ! ! ! ! ! ! ! & K @> 6 *€ + @ X””X & ! - ! % ! ! # ! ! ! ! # ! % ! \ % " # % ! ! " & E {+6 [‰‰^ [• ! ] ! # ! ! % # ! - ! \ " % ! # ! & * ! ! ! \ ! " ! " ! & ! ! ! ! # ! "! ! & C >+6y' [‰‰X^ [•\ W € € X””•^ ŒX & ! ! ! ! ! ! ! ! # ! ! ! & € ! % \ # ! ! ! # ! # # " ! & € ! -" ! # % \ C >+6y' [‰‰X # ! ! ! # # ! # # # # ; <y {; |! ] j # ˜ƒ* ^ Ž ! ! ! ! # # " # # \ # ! ! " ! & # " % # #! # ! ! ! % # # ! ! ’ ( " #&^ [} & ! ! ! ! % \ ! # ! ! ! ! & +6> + [ &] [‰‰•^ X”‰ & 2. Research study on task-based teaching competences ! # # # ! -" ! # ! X ( & }Œ ! % % ! ! # " " # ! -" ! # % & # ! _ ! ! # j - ! < & € ! \ ! # #! % # - # " ! # ! # ! # $ & R € [‰XX^ 64-[ & # 74 Thomas Raith 42 (2013 2 4 A Introducing tasks: Motivating the language learner A1 [-‘ ! ! ! % ! # ! ! ! ! ! # # ! A2 -‘ # ! ! % ! # # # ! ! " # # ! # ! # ! A3 -‘ j ! ! ! ! \ j # ! # ! ! % #! ! # # ! # " ! # ! B Interactionally supporting task performance B1 [-‘ ! ! ! ! ! ! ! ! # " ! # B2 -‘ ! ! ! ! ! % ! ! ! # ! ! ! # B3 -‘ ! ! ! ! ! ! ! ! # B4 -‘ ! ! ! ! ! ! ! ! # B5 -‘ ! ! #" # ! ! ! B6 [-‘ ! % ! ! # # ! ! ! ! C Evaluating task as process C1 [-‘  # ! ! C2 -‘  # ! ! " " # ! # ! # # ! C3 -‘  # % ! % # C4 -‘  # % j ! # j ! # ! ! # ! ! ! C5 -‘  # % j # ! % ! C6 [-‘  # % ! Figure 1^ # #! # ! -" ! # ! R € 2011) ! | ! % % ! ! % ! # " ! ! ! # #! # & ! ! # % ! # % ! # ! # # ! $ ! ! # & Task-based teaching competences in individual learning environments 75 42 (2013 2 4 ! # ! # ! Ž " ! ! ! j # #! j &’ % # ! # ! ! ! # " # - ! ! R ; +' [‰‰Y^ ŒX & # ! ! ! j # % |! % ! ! - ! ! ! # & $ 6 + 1990; R € 6* / F 6 - 6+ 2005; < € ƒ€' X””” & \ ! # ! | ! % ! - ! ! # -! # % ! ! ! & - # ! " ! # ! ! # ^ $ \ j ! # # ! ! ! ! & 3. Findings of the research study 3.1 Findings of data analysis ! ! # ! ! ! ! % # ! ! \ ! - # ! ! # #& ! ! ! ! # #! ! -" ! # ! ! # ! " # - # " & ! # ! ! ! # " # # ! # ! | ! & " ! % ! ! # % ! ! ! -" ! # ! % j ! # ! | ! & 3.2 Frequent competence categories ! _ ! # ! | ! % ! # ! ! ! ! ! # ! # ! # # ! Y & > ! ! # ! | ! ! - # " ! ! # ! €€\ ! # ! # # # ! # ! # % " ! & ! " ! \ ! j ! ! \ " ! % ! # & ! # ! # ! " ! # $Y & ! %! ! ! # ! ! # \ ! \ ! - & % # " ] # ! ! & € \ ! % " - ! % #! # & $•\ ! ! \ # Œ\ ! \ % % ! # ! \ " ! ! ! # ! | ! % ! €€& # ! $Œ ! ! % ! # ! # ! \ " % " ] - # ! -" ! # # # # & ! ! ! # ! # " " & 76 Thomas Raith 42 (2013 2 4 3.3 Infrequent competence categories # ! | ! ! % # Balancing task demand and task support [ _ & # ! # ! ! ! # " ! # ! \ # ! ! ! # % ! ! & € ! % ! " ! \ ! # ! # ! # # # ! ! & ! ! ! # $X ! ! ! ! -" ! # & % ! ! ! " ! ! ! \ ! " ! #\ " ! ! # _ ! & > ! ! # ! # # ! % & # ! ! ! ! # ! ! ! # $ ! & % \ ! ! % ! # ! # ! \ ! # % & ! # % ! ! #" $ & ' " \ ! # # ! #" ! # # ! % Q! % ! " ! - #" \ # # " ! ! # & ! ! %! % - ! ! ! #" ! " # j \ " ! ! # ! # ] "! ! #" & 3.4 Conclusion from the study ! # ! # & " ! ! ! # ! " j #& @ \ % ! % % # ! ! & \ ! % ! ! ! ! ! ! # # ! # ! | -! # -! & - \ ! ! ! ! ! # # |! ! -" ! # % & ! - ! # " " ! ! ! ! - # ! % % # & ! ! ! ! " # ! # ! & ƒ ! _ # " j ! ! \ ! ! \ # ! - ! & ™ ! ! ! ! ! ! ! ! " % j ! # ! \ ! ! " % ! # & ! # ! # ! ! ! # ! $ ! ! ! ! ! ! # ! ! & \ # $ ! ! ! ! ! _ ! # ! ! ! & Task-based teaching competences in individual learning environments 77 42 (2013 2 4 4. Individualised learning and foreign language teaching 4.1 The model of individualised learning with Kompetenzraster ! - # ! # #! < # ! ! ! # ! \ ! % ! ! ! # ! ! ! ! & ™ ! " ! # #\ - # ! # #! ! ! # ! ! ! ! ! j & 6 # ! # % # ! ! # #- # ! ! ! ! # & ! ! ! ! ! _ ! % ! # # ! # ## ! ! # ! ! - ! ! ! & y ! ! # # ! # \ % ! ! ! # # # ! ! ! # ! "-! ! - ! ! & # # # ! # ! " # # " Beatenberg Institut (> q +6 [‰X‰ % ] # #\ ! "! _ \ # # ! ! < # ! " ! # " ! ! ! ! ! > €'€ +6€@> q6 K @ @ \ J @<+'* @'* ƒy6 $ *+' -W q6 +>$+6< [‰XY & ! # # ! # # ! ! < ^ Kompetenzraster \ % # ! " ! # # ! -# ! ! ! | ! & € ' € @ $ + +'$+6< [‰X[ & # # ! ! ! ! % ! ! ! ! ! ! ! #- #& % \ # ! ! # " # # j & # ! ! ! ! Beatenberg Model ! - # Lernjobs \ % & % ! ! ! # # # & € ! ! \ ! # ! ! ! ! # # # # ! ! ! # #! # Kompetenzraster ! # #! & # Beatenberg Model ! ! #\ ! # #- # %! # ! -# # \ " ! - " ! ! ! # #! & ! # ! # # ! ! ! # & € Beatenberg Model\ ! ! # #! # \ " ! # ! ! ! # ! & ! # ! " # " \ % ! # # ! # # Kompetenzraster #! " # - # ! Lernjob ! " # ! # ! - & y > '' Q 6 > '' -K @6˜ [‰X[^ [} & € % #! \ ! #- # # ! # ! ! ! ! \ " ! # ! ! ! & # ! # " # # # # " ! ! \ ! # ! ! #! " ! # ! ! _ j\ ! j " & % \ ! - # ! % ! ! ! & 78 Thomas Raith 42 (2013 2 4 4.2 Heterogeneity and individualised learning y ! ! # # # ! # # j ! $ # -™ˆ " ! ! ! ! ! ! & % \ # Beatenberg Model ! ! ! ! ! _ ! ! % ! ## ! ! # ! - & ! ! Beatenberg Model ! " - # % # # ! \ ! ! ! ! # # \ # ! " # " ! % # #! & # #! ! ! ! ! ! # " ! \ ! \ ! # # ! - ! \ ! ! ! " ! ! & \ ! ! ! ! ! # - # ! # ! ! ! & % \ # ! # ! ! % ! " ! & ! - ! ! ! ! Beatenberg Model ! # # ! r- & # + \ %- \ ! ! ! ! ! # & C y@' € y E @6yƒ+ [‰‰X^ Y & # ! # ! ! \ " ! " ! ! ! # ! ! & " ! # - # ! ! ^ Ž ! j # " ! \ # \ ! ! \ ! \ ! \ # \ # % & € ! % ! " #\ # \ # ! # ! % j ! \ - # ! #-% \ " ! ! % # # ’ K 6 > X””Y^ X & # " % ! ! # ! ! & K 6 > X””^ X & % # \ \ # % ! ! ! j % & 6 # ! ! ! ! ! # ! ! # + & € # # ! # % ! ! ! Beatenberg Model ! ! # ! ! ! %! # # ! & y \ ! ! - # ! # # ! ! & 4.3 The dichotomy between individualised standards and classroom discourse € # # ! # # ! ! ! Beatenberg Model # - ] ! \ " ! # ! ! ! ! & ! ! # % Task-based teaching competences in individual learning environments 79 42 (2013 2 4 ! " ! ! # ! # & " ! ! #! ! # _ ! & E € 2003; E {+6 [‰‰ # # # & N @' ' 2004; W € € / W € € [‰‰} & € ! \ ! ! ! # " # " % % # ! ! " j ! ! - ! # # -" ! # ! ! & ' *+' $ 6 '*+' [‰‰•\ [‰‰}` >@* / $ ; < + [‰‰” & ! ! ! # ! # ! \ -% # # ! \ ! \ ! ! ! \ # # # & E € [‰‰Y^ X‰` N @' ' [‰‰Œ^ Œ` ' *+' $ 6 '*+' [‰‰•^ ” & y " ! ! ! ! ! \ > q +6 - 6 > '' / y {+6 - y' * € @6 [‰XX^ •Y-68) # # ! ! ! % " ! # ! # ! # ! & ! ! # # ! # % ! ! - ! ! \ # " % ! # #- # # # ! # ! ! # # # ! ! - # j ! ! " ! " ! & Beatenberg Model ! #! ! ! ! # #! ! ! ! & - j ! ! " ! # ! # - # ! # \ ! j # # ! ! - # # ! # ! ! ! & ! # # # ! # % Kompetenzraster j ! ! & 5. Foreign language teaching competences in individualised learning environments 5.1 Foreign language teacher competences in individualised learning ! -" ! # # # ! " # " ! " ! # ! ! ! ! & \ " ! # " % ! ! ! ! ! ! & ! # ! ! ! # ! ! ! ! ! ! # # ! # & > \ # - # ! ! # " % ! # #- # # # ! # ! ! # j ! ! ! " ## ! ! # # & € # # - ! # % Kompetenzraster ! ! ! # % ! ! j ! ! ! # ! > €'€ +6€@> q6 K @ @ \ J @<+'* @'* ƒy6 $ *+' -W q6 +>$+6< [‰XY & ! ! _ \ - ! # # # ! # # ! # ! ! ! \ # #! & ! % " ! ! ! ! " ! ! j ! ! % " # ! # # ! # # ! ! # # & 80 Thomas Raith 42 (2013 2 4 ! ! # # " # ! \ ! ! ! ! ! ! | # & \ % " ! ! # # ! ! & ! \ ! # # ! # ! -" ! # - # ! ! & #\ # " " ! ! ! ! " ! ! ! # #-" ! # ! & # # #! " " # ! ! & # ! " # # ! ! # & R € [‰XX^ XY[ \ " #! " # # # # ! # ! & ! # # ! # \ ! ! # ! # ! ! ! ! \ ! # # # ! ! ! & ! ! ! # ! # # ! \ # # ! ! ! ! ! ! # # ! ! -# # & 6 > '' -K @6˜ / y' y ˜ / +<+ [‰X[^ XX & ! \ ! ! # # ! # # # " % ! & $ 6q'€'< Q @> 2008; K @ ; [‰X[ & ! _ \ ! # ! # # # ! # ! # ! ! ! \ % ! # - # ! & 5.2 Reflective practice model for task-based individualised teaching % % ! ! ! ! ! ! ! ! # ! ! # # ! # ! ! ! & ! % ! ! # ! # # \ # ! ! ! # ! ! & ! # ! ! ! ! ! ! ! # # ! ! \ ! ! ! ! ! & \ # # ! # #! % j # ! ! ! # ! # & ! # " "! # # % % ! ! \ ! - ! ! ! ! \ %! % ! & ! -" ! # # R € [‰XX # ! - # ! Ž+ ! ! ! ! ’ ! ! X\ & 74 & ! # ! ! ! ! # # ! # ! ! ! ! # # ! ! ! #& € % \ € # ! # ! j # # ! # ! & € # ! # #! # # ! ! _ ! ! ! # #& _ ! ! ! # ! # # ! & Task-based teaching competences in individual learning environments 81 42 (2013 2 4 Reflective Practice Model for task-based individualised teaching C1 [-‘  # |! ! Task for reflective practice: Evaluate in how far the learner had the opportunity to get engaged in meaningful communication. Did the learner work on tasks that included interaction in the foreign language? C2 -‘  # \ ! ! " " # \ ! #! ! # # ! Task for reflective practice: Evaluate in how far the language learning goals were achieved by the learner. Which data supports your view? C3 -‘  # % ! % # Task for reflective practice: Evaluate in how far the tasks have supported the learner in developing intercultural competences. Include the learners’ self-assessment (e.g. interview, portfolio). C4 -‘  # % j ! # j ! # ! ! # ! ! ! ) Task for reflective practice: Evaluate in how far the chosen input helped to engage the learner in interactive dialogues with other learners. Which of the material and texts were in particular helpful? Include the learner’s own perspective in your analysis. C5 -‘  # % j # ! % ! Task for reflective practice: Evaluate in how far the learner was able to organise methods of social interaction (pair work, group work etc.) successfully. Did the methods help for task completion? C6 [-‘  # % ! Task for reflective practice: Evaluate in how far the learner could keep the weekly time schedule and include interactive and cooperative tasks at the same time. How could this process be improved? 82 Thomas Raith 42 (2013 2 4 5.3 The reflective practice model in teacher education ! # " # ! -" ! # ! # # ! # ! # ^ ! ! effectiveness& # ! - # # ! ! ! ! ! # # # ! # \ " % ! ! ! & |! ! " ! # ! -" ! # ! # #! " # # ! \ # ! ! ! \ % ! ! ! % # ! # & ™ ! # ! ! ! # # % ! ! ! ! \ ! % # - ! ! ! ! ! ! ! ! \ " % ! # ! ! ! % & 6 # ! # #-" ! # # ! ! ! % " % # " ! " % ! ! ! # ! _ ! ! & € % #! \ % _ ! ! ! % & ! # ! flexibility& € # # ! # ! % % -! # # ! \ Beatenberg Model\ " ! # ! ! # # # # ! j # # % ! % & € is ! ! $ # ! j # # - ! # & # # ! # # ! #\ # ! ! # # # ! # & € ! #\ # ! j % ! ! # # ! # ! ! # #! ! ! & € " ! # ! \ " ! ! ! # ! #- #! & € ! j " ! " # " ! ! " # ! -" ! # ! # #! # ! ! ! # # #- ! # & # ! adaptability& # ! ! # j ! # ! ! ! ! ! # # # ! # & € # - # ! # ! \ ! ! ! ! ! # - # ! ! % & _ ! ! # ! " # ! ! ! ! ! ! ! & € % \ # ! # ! #" % j ! ! ! # # j # - ! ! \ # # ! ! ! % ! ! ! # - # ! ! & € # \ ! % # ! ! ! ! # ! # # ! # # & Task-based teaching competences in individual learning environments 83 42 (2013 2 4 6. Conclusion ! # # # ! - ! & ! " # ! ! # ! ! % \ ! j # ! ! # ! ! #! -! ! ! ! ! % & # ! ! ! ! #! & 6 ! ! # #-" ! # ! ! ! ! ! - ! \ % ! ! & € # # ! # \ - # ! ! # " % ! # #-" ! # ! ! # # ! ! ! # ! ! & € ! j ! \ ! # #-" ! # ! ! ! " ! - " ! # # & Literature +6> + \ ƒ / $ y< +6 \ ' Q C y ƒ€' \ > Q < y6ƒ \ { Q ' *+' $ 6 '*+' \ Kris ([‰‰• ^ Ž ! -" ! # ’& € ^ ' *+' $ 6 '*+' #& \ X}-X”•& $ 6 + \ X””‰ ^ Ž # ’& € ^ R € 6* \ „ & Q N @' ' \ * # #! & ^ Second Language Teacher Education& " # ^ " # @ ! ƒ ! ! \ 202-[XŒ& $ REEN \ > X”} ^ Ž " ! ! # ! ’& € ^ C '* €' \ ! Q > @6ƒ ; \ * #! & ^ Language Learning Tasks& + % # ! \ '& „&^ ƒ - € - \ 23-Œ•& $ 6q'€'< \ # Q @> \ " ! [‰‰ ^ “€ # # š # # ! ’& € ^ K @'˜+ \ € # #! & ^ Individuelle Förderung in der Sekundarstufe I und II& $ ! % ^ # \ 83-”X& C >+6y' \ [‰‰X ^ Teaching Languages to Young Learners& " # ^ " # @ ! ƒ ! ! & C y@' € y E @6yƒ+ [‰‰X ^ Teaching, Assessment& " # ^ " # @ ! ƒ ! ! & * —6'; +€ \ ˜ ° [‰‰[ ^ Motivational Strategies in the Language Classroom. " # ^ " # @ ! ƒ ! ! & * —6'; +€ \ ˜ ° [‰‰X ^ Teaching and Researching Motivation& >ˆ ^ & E {+6 \ „ ! [‰‰ ^ Task- ! gical, and Pedagogical Perspectives& Q>&^ & E € \ 6 # [‰‰Y ^ Task-Based Language Learning and Teaching& yj #^ yj # @ ! ƒ ! ! & < € ƒ€' \ X””” ^ Ž % ’& € ^ T 6 ƒƒ+ y> ¢ \ #& ^ Theory in Language Teacher Education& %^ \ 109-XX& 6 > '' -{ ]\ # Q y' y ˜ \ # ! Q +<+ \ ! [‰X[ ^ Mit Kompetenzrastern dem Lernen auf der Spur& ^ # ! ! ˆ % & y > '' \ " Q 6 > '' -K @6˜ \ # [‰X[ ^ Kompetenzraster als Instrument zur individuellen Förderung mit gymnasialen Standards, Teilband Englisch& ^ # ! ! ˆ % & 84 Thomas Raith 42 (2013 2 4 € ' € @ $ + +'$+6< [‰X[ ^ Alle Kompetenzraster& y ^ ^QQ%%%& ! -" " & Q ! Q # Q ] ! Q ] ! & # ˜ [&‰[&[‰XY & K 6 > \ „& X””Y ^ Context and Culture in Language Teaching& yj #^ yj # @ ! ƒ ! ! & K 6 > \ „& X”” ^ Language and Culture& yj #^ yj # @ ! ƒ ! ! & K @> 6 *€ + @ \ $ ! " X””X ^ Ž - ! ! ^ # ’& € ^ ELT Journal 45\ 98-X‰}& K @ ; \ > [‰X[ ^ “€ # # ! ] + ! ’& € ^ - + \ ™ Q K 6–>+6 \ @ ( #! & ^ Kompetenzaufgaben im Englischunterricht. Grundlagen und Unterrichtsbeispiele& ] ^ { -{ \ 45-& y'< \ > & (1996)^ Ž ! ! # _ ! ’& € ^ R € €+ \ ™ & #& ^ Handbook of Second Language Acquisition& * ^ # ƒ ! ! ^ 413-Œ•& > €'€ +6€@> q6 K @ @ \ J @<+'* @'* ƒy6 $ *+' -W q6 +>$+6< [‰XY ^ Gemeinschaftsschule in Baden-Württemberg. Handreichung zur Beantragung einer Gemeinschaftsschule& - ^ > ! ˆ { ! \ „ # # & > q +6 \ # ! [‰X‰ ^ Kompetenzraster - eine neue Form der Leistungsbewertung& y ^ ^QQ%%%& " j-" # &# Q # Q ! ¯ #Q$ ! ¯ Q$ " Q$ ! ¯ { ] ! ¯$ " & # ˜ ‰[&‰•&[‰XY & > q +6 - 6 > '' \ # ! Q y {+6 - y' * € @6 \ > [‰XX ^ Task-Supported Language Learning& ƒ # " ^ š & N @' ' \ * # [‰‰Œ ^ Task-Based Language Teaching& " # ^ " # @ ! ƒ ! ! & R € \ ! [‰XX ^ Kompetenzen für aufgabenorientiertes Fremdsprachenunterrichten: eine qualitative Untersuchung zur Ausbildung von Fremdsprachenlehrkräften& ˆ" ^ ' & R € 6* \ „ & Q F 66+ \ ! & & #! & [‰‰ ^ Professional Development for Language Teachers: Strategies for Teacher Learning& ' % ;  &‘^ " # @ ! ƒ ! ! & R ; +' \ * _ #& ^ [‰‰Y ^ Key Competences for a Successful Life and a Well-Functioning Society. " # \ > ! ! &^ £ " & >@* \ Q $ ; < + \ > [‰‰” ^ Tasks in Second Language Learning # ! ^ ƒ - > & ' *+' $ 6 '*+' \ { ! #& [‰‰• ^ Task-" # $ tice. " # ^ " # @ ! ƒ ! ! & ' *+' $ 6 '*+' \ { ! [‰‰} ^ % -Based Language Education from a Classroom-Based Perspective& ' % ! \ @{^ " # ! & W € € \ * Q W € € \ „ [‰‰} ^ Doing Task-Based Teaching& yj #^ yj # @ ! ƒ ! ! & W € € \ „ X””• ^ A Framework for Task-Based Learning& %^ &